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Speed of naming in children with Williams and Down syndromes
- Authors:
- YPSILANTI Antonia, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(2), June 2006, pp.87-94.
- Publisher:
- Taylor and Francis
Williams syndrome (WS) and Down syndrome (DS) are two neurodevelopmental genetically based disorders which exhibit mental retardation with a unique cognitive profile. Naming in individuals with WS and DS has been investigated in several studies, with results indicating that the performance of children with WS and DS is at a similar level and below mental age expectations on naming tasks. Speed of naming pictures, colours, numbers, letters and words was assessed in 8 individuals with WS, 10 individuals with DS, and 18 mental age controls. All stimuli were presented on a computer monitor and reaction times for naming were recorded. Our results indicated that speed of naming in children with DS and WS is not statistically different to that of mental age controls. However, error analysis in naming words and pictures revealed qualitative differences between the three groups. These results challenge the tenet of increased naming speed in children with WS compared to mental age controls. The findings are discussed in the light of current evidence concerning the linguistic abilities of children with neurodevelopmental disorders and those with typical development.
Social competence in persons with Prader-Willi, Williams and Down's Syndromes
- Authors:
- RISNER Beth A., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.209-217.
- Publisher:
- Wiley
This study explores everyday social competence in the lives of persons with three genetic intellectual disability syndromes. Using parent reports on the Social and Activity Competence domains of Achenbach's Child Behavior Checklist (CBCL), socially competent behaviours were examined in 58 persons with Williams syndrome, 54 persons with Prader-Willi syndrome, and 65 persons with Down's syndrome. The Down's syndrome group showed the highest overall social competence scores, while individuals with Prader-Willi syndrome fared worst in terms of their behaviour with others. The Williams syndrome group scored lowest in terms of skill with jobs and chores, and the Down's syndrome group showed the least skill in non-sport activities. Regarding specific activities, musical activities were popular in both Williams syndrome and Down's syndrome, but more participants with Williams syndrome played musical instruments. Compared with the other groups, individuals with Prader-Willi syndrome were five to 25 times more likely to play with jigsaw puzzles, and those with Williams syndrome were least likely to engage in any visual–spatial leisure activities. Age was found to be a positive correlate of social competence for the Williams and Down's syndrome groups, but not for the Prader-Willi group. Implications are discussed for interventions and for future behavioural phenotype work
What do parents want?: an analysis of education-related comments made by parents of children with different genetic syndromes
- Authors:
- FIDLER Deborah J., LAWSON John E.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(2), June 2003, pp.196-204.
- Publisher:
- Taylor and Francis
This study explored whether parents of children with three different genetic syndromes, Down syndrome (n~39), Prader-Willi syndrome (n~25), and Williams syndrome (n~26), express divergent desires for modifications in their child's current educational programming. A content analysis was performed on the parents' answers to an open-ended question about how to improve their child's current placement. The parents of children with Down syndrome spontaneously expressed a greater desire for changes or improvements in speech therapy and reading services, the parents of children with Prader-Willi syndrome expressed a desire for increases in adaptive physical education services, and the parents of children with Williams syndrome expressed a desire for increases and modifications to music services and aides in the classroom. Within-syndrome variation was also found in the specific sentiments and desires expressed. Implications for a syndrome-specific approach to special education programming are discussed.